Promoting British Values in St Nicholas Church of England Primary School
We are fully committed to using our well planned curriculum to actively promote fundamental British values. We do this in the following way:
- By ensuring that the school’s work is effective in securing these values.
- By challenging pupils, staff or parents who express opinions contrary to British values.
| British Values | What this means. | How we actively promote this. |
| Democracy | Respect for democracy and support for participation in the democratic process. | Provide pupils with a broad general knowledge of, and promote respect for, public institutions. Teach pupils how they can influence decision –making through the democratic process. Include in the curriculum, information on the advantages of democracy and how it works in Britain. Encourage pupils to become involved in decision-making processes and ensure they are listened to in school. Hold school ‘pupil voice’ elections. Help pupils to express their views. Model how perceived injustice can be peacefully challenged. |
| The Rule of Law | Respect for the basis on which the law is made and applies in England. | Ensure school rules (code of conduct) and expectations are clear and fair. Help pupils to distinguish right from wrong. Help pupils to respect the law and the basis on which it is made. Help pupils to understand that living under the rule of law protects individuals. Welcome visits from the police. Develop restorative justice approaches to resolve conflicts. |
| Individual Liberty | Respect for the liberties of all within the law. | Support pupils to develop their self-knowledge, self-esteem and self-confidence. Encourage pupils to take responsibility for their own behaviour (‘You Own Your Own Behaviour’).Encourage pupils to know their rights. Challenge stereotypes. Implement a strong anti-bullying culture. Support the UNICEF Rights Respecting School’s agenda. |
| Mutual Respect and Tolerance | Respect for and tolerance of different faiths and other beliefs. | Promote respect for individual difference. Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life. Challenge prejudicial or discriminatory behaviours. Discuss differences between people and differences of family situations, such as looked-after children or young carers. |
UNICEF – Rights Respecting - these link to our British Values
Below are focus points for coverage for Thursday’s Collective Worship + Class Weekly PSHE Circle Time Sessions.
Each article will also run through our class curriculum each half term. Create opportunities in your daily teaching for this to be effectively delivered to the children. (eg in RE, Geography, History etc.)
*The articles have been carefully chosen to dovetail into our Christian Values and Chris Quigley’s Key Skills from the Successometer.
| Autumn A: Articles 6, 12 and 15 | 6 = ‘Every child has the right to life. Governors must do all they can to make sure that children survive and develop to their full potential.’ 12 = ‘Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.’ 15 = ‘Every child has the right to meet with other children and to join groups and organisations as long as this does not stop other people from enjoying their rights.’ |
| Autumn B: Articles 24, 27 and 28 | 24 = ‘Every child has the right to the best possible health. Governments must work to provide good quality health care, clean water, nutritious food and a clean environment so that children can stay healthy. Richer countries must help poorer countries achieve this.’ 27 = ‘Every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. Governors must help families who cannot afford to provide this.’ 28 = ‘Every child has the right to an education. Primary education must be free. Secondary education must be available for every child. Discipline in schools must respect children’s dignity. Richer countries must help poorer countries achieve this.’ |
| Spring A: Articles 29, 31 and 32 | 29 = Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures and the environment.’ 31 = ‘Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.’ 32 = ‘Governments must protect children from work that is dangerous or might harm their health or education.’ |
| Spring B: Articles 7, 9 and 10 | 7 = ‘Every child has the right to a legal name and nationality, as well as the right to know and, as far as possible, to be cared for by their parents.’ 9 = ‘Children must not be separated from their parents unless it is in their best interests (for example, if a parent is hurting a child). Children whose parents have separated have the right to stay in contact with both parents, unless this might hurt the child.’ 10 = ‘Governments must act quickly and sympathetically if a child or their parents want to live together in the same country. If a child’s parents live apart in different countries, the child has the right to visit both of them.’ |
| Summer A: Articles 23, 26 and 38 | 23 = ‘A child with a disability has the right to live a full and decent life with dignity and independence, and to play an active part in the community. Governments must do all they can to provide support to disabled children.’ 26 = ‘Governments must provide extra money for the children of families in need.’ 38 = ‘Governments must do everything they can to protect and care for children affected by war. Governments must not allow children under the age of 15 to take part in war or join the armed forces.’ |
| Summer B: Article 13, 14 and 19 | 13 = ‘Every child must be free to say what they think and to seek and receive all kinds of information, as long as it is within the law.’ 14 = ‘Every child has the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights of parents to give their children information about this right.’ 19 = ‘Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.’ |
We will cover 18 of the 42 articles for children in depth throughout the year.
